When used effectively, animated content can improve learning. Several studies have suggested that learning is enhanced in computer-based animation environments (Park, 1994; Tversky, Bauer-Morrison and Betrancourt, 2002). Animation appears to be most effective when presenting concepts or information that students may have difficulty envisioning (Betrancourt, 2005). Animation can help the student visualize a process or other dynamic phenomenon that cannot be envisioned easily. This is especially true for processes that are not inherently visual (e.g., electrical circuits, forces in physics). Animation seems to work better with novices than experts (Mayer and Sims, 1994). Students who are less familiar with the content in question are likely to benefit more than those who have more familiarity with the content. Animation also appears to be more effective when students have the ability to start and stop the animation and view it at their own pace or are able to manipulate various facets of the animation. When provided with the ability to interact with the application in this way, students seem to both enjoy the experience more and perform better when tested on the content (Mayer and Chandler (2001).

REFERENCES:

Betrancourt, M. ( 2005) The animation and interactivity principles in multimedia learning. In R. E. Mayer (Ed.).The Cambridge Handbook of Multimedia Learning.New York: Cambridge University Press.

Chandler, P,andSweller, J. (1991). Cognitive load theory and the format of instruction.Cognition and Instruction, 8, pp.293-332.

Tversky, B., Bauer-Morrison, J., &Betrancourt, M. (2002). Animation: can it facilitate? International Journal of Human-Computer Studies, Vol 57, 247-262

Park, O. (1994). Dynamic visual displays in media-based instruction.Educational Technology, 21–25.

By: EMMANDA C. CRUZ | Teacher II | Carbon Elementary School | Limay District | Limay, Bataan